Instructional Strategy Preferences in the Career and Technical Education Classroom

Authors

  • Edward C. Fletcher Jr. University of South Florida
  • Yenni Djajalaksana Maranatha Christian University

Keywords:

Instructional Strategy, Career Education, Technical Education, CTE

Abstract

Purpose: This study determined the extent to which demographic characteristics, school and course context, and academic discipline predict instructional strategy use in the career and technical education classroom.

Method: This study implemented a correlational research design using survey research.

Results: Findings revealed—in comparison to business teachers—writing projects were significantly more likely to be used by family and consumer sciences (FCS) and health occupations teachers; active learning assessments were significantly more likely to be used by FCS teachers; online activities were significantly less likely to be used by agricultural, FCS, trade and industry, and health occupations teachers; real-world activities were significantly more likely to be used by trade and industry teachers; and knowledge acquisition activities were more likely to be used by engineering/technology and trade and industry teachers.

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Published

2014-06-01

How to Cite

Fletcher Jr., E. C., & Djajalaksana, Y. (2014). Instructional Strategy Preferences in the Career and Technical Education Classroom. Journal of Research In Business Education, 56(1), 32-56. https://jrbe.nbea.org/index.php/jrbe/article/view/51

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